For more than a decade now a steadily growing chorus of voices has announced that the 'postmodern' literature, art, thought and culture of the late 20th century have come to an end. At the same time as this, the early years of the 21st century have seen a stream of critical formulations proclaiming a successor to postmodernism. Intriguing and exciting new terms such as 'remodernism', 'performatism', 'hypermodernism', 'automodernism", 'renewalism', 'altermodernism', 'digimodernism' and 'metamodernism' have been coined, proposed and debated as terms for what comes after the postmodern. Supplanting the Postmodern is the first anthology to collect the key writings in these debates in one place.

Educational Dictionary: Terms and Acronyms

Educational Terms Dictionary is a dictionary that was collected by me. It's a collection of different websites and in addition to Wikipedia. The dictionary contains two parts: Terms and Acronyms. The dictionary is very helpful for education faculty students, teachers and researchers. The dictionary is ordered alphabetically and consists of 61 pages.  

An A-Z of ELT Every teacher and teacher trainer needs this book Scott Thornbury's insightful text is an alphabetical list of key ELT terms and concepts, and outlines their relevance to the field. An A-Z of ELT covers terms and concepts such as grammar, lexis, phonology, discourse, methodology, theory and practice. Each entry is categorised, described and explained in terms of its importance and relevance to ELT. Each definition is authoritative, clear and concise, and cross-referenced where relevant.

 

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This book contains an evidence-based pedagogic guide to enable any motivated teaching/training professional to be able to teach effectively and creatively. It firstly summarises the extensive research field on human psychological functioning relating to learning and how this can be fully utilised in the design and facilitation of quality learning experiences. It then demonstrates what creativity actually 'looks like' in terms of teaching practices, modelling the underpinning processes of creative learning design and how to apply these in lesson planning.

In light of recent claims that complex syntax is not a universal property of all living languages, the issue of how to detect and define syntactic complexity has been revived. This volume contains contributions about the formal complexity of natural language, specific issues of clausal embedding, and syntactic complexity in terms of grammar-external interfaces in the domain of language acquisition.